Admiration and adoration: Their different ways of showing and shaping who we are

Admiration and adoration have been considered as emotions with the power to change people, yet our knowledge of the specific nature and function of these emotions is quite limited. From an interdisciplinary perspective, we present a prototype approach to admiration and what has variously been labelled adoration, worship, or reverence. Both admiration and adoration contribute to the formation of personal and collective ideals, values, and identities, but their workings differ. We offer a detailed theoretical account of commonalities and differences in the appraisal patterns and action tendencies associated with the two emotions. This analysis reveals that admiration motivates the internalisation and emulation of ideals embodied by an outstanding role model. Adoration motivates adherence to the teachings and expectations of a meaning maker and benefactor perceived as superhuman or sacred. Thus, the primary function of admiration is to promote individual learning and change, whereas adoration primarily serves to bind communities together.     

Trait perspective-taking and need for cognition in the formation of stereotypes about people who stutter

People who stutter (PWS) suffer from stereotypes portraying them as timid and anxious, which may affect their relationships and careers. One of the mechanisms for this stereotyping is the anchoring and adjustment heuristic, whereby individuals make judgements about PWS by using previous experiences for the initial judgement and then adjust accordingly. In the current study (n = 309) we replicate previous findings that individuals stereotype PWS by anchoring to experiences with episodic stuttering and adjusting toward typical non-stuttering individuals, although insufficiently. We extend this finding by testing whether trait perspective-taking and need for cognition moderate this relationship. The results show that trait perspective-taking decreases stereotyping of non-PWS, while having no effect on PWS stereotyping. However, need for cognition exhibited no consistent moderating effect on stereotyping.     

Recurrent involuntary imagery in people who stutter and people who do not stutter

Objective

To compare intrusive memories in groups of people who do (PWS), and who do not (PWNS), stutter.

Method

Twenty-one participants who stuttered and 21 matched controls were given a semi-structured interview which explored imagery in speaking situations. The data were analyzed using a Content Analysis approach. Other outcome measures were the Beck Anxiety Inventory, the Beck Depression Inventory, the Post Traumatic Stress Disorder, PTSD, Symptom Scale: Self-Report Version.

Results

Significantly more stuttering participants than control participants indicated both recurrent imagery and associated memories. Content Analysis revealed themes of disfluency, anxiety, negative social evaluation, self-focus and pressure to speak that were common to both groups’ reports. Additional themes of helplessness, shame, sadness and frustration were found only in the images and memories of the stuttering group. No group differences were evident for the number of sensory modalities involved in images and memories, or for ratings of their vividness or strength of associated emotions, or on self-reports of depression, anxiety and trauma.

Conclusions

Recurrent imagery about events in childhood is a potent factor in the memories of PWS. It is worth modifying interventions that have been successfully applied for treating social anxiety for use with people who stutter.Educational objectives: After reading this article, participants will be able to: (a) identify the role of intrusive memories in psychiatric disorders and stuttering; (b) investigate how DSM criteria can be employed with people who stutter; (c) employ anxiety instruments used for assessing psychiatric disorders for stuttering; (d) distinguish between the intrusive memories experienced by people who stutter, and people who do not stutter; (e) apply treatments for intrusive memories in psychiatric disorders to work with people who stutter.     

Identity and sociocultural change: Comparing young indigenous people in Chiapas who have different sociodemographic trajectories

One of the most commonly used distinctions in cross‐cultural studies is the one between individualism and collectivism. One of the criticisms levelled at this distinction is that it fails to incorporate the differences that may exist when comparing people from a rural context with little formal education to people from the same group who live in an urban context where formal education is the norm. Bearing in mind these sociodemographic factors, we have compared the self‐concepts among 104 young indigenous people in Chiapas (Mexico), having divided them into three groups: “rural‐traditional,” “rural–urban” and “urban.” These people's self‐concepts were analysed using a task that contrasts personal self‐concept with social self‐concept and a technique in which participants draw themselves along with the things and people they consider most important to them. The results reveal significant differences between the three groups. The personal categories are given a higher value in the “urban” group while the social categories score higher in the “rural‐traditional” group. Regarding the results of the indigenous self‐portraits, from the content analysis of the drawings, 16 categories emerged. These findings are discussed in the light of Greenfield's theory of social change and human development.     

Children's need for approval and achievement motivation: An interactional approach

This study examined the effects of children's need for approval (nApp) and a situational variable-frequency of expectancy statements-on children's achievement cognitions and behaviour. We replicated the Dweck and Gilliard (1975) paradigm, but also mea sured children's nApp. Ninety fifth grade boys and girls stated expectancies either prior to each trial, prior to the first and last trials, or prior to the last trial only. We found that although high and low nApp children lowered their expectancies after failure, high nApp children lowered them less than low nApp children. In contrast, persistence was influenced only by the frequency of expectancy statements and not by children's nApp. The results are discussed in the context of the interactional point of view in personality psychology.     

Situation selection is a particularly effective emotion regulation strategy for people who need help regulating their emotions

Situation selection involves choosing situations based on their likely emotional impact and may be less cognitively taxing or challenging to implement compared to other strategies for regulating emotion, which require people to regulate their emotions “in the moment”; we thus predicted that individuals who chronically experience intense emotions or who are not particularly competent at employing other emotion regulation strategies would be especially likely to benefit from situation selection. Consistent with this idea, we found that the use of situation selection interacted with individual differences in emotional reactivity and competence at emotion regulation to predict emotional outcomes in both a correlational (Study 1; N?=?301) and an experimental field study (Study 2; N?=?125). Taken together, the findings suggest that situation selection is an effective strategy for regulating emotions, especially for individuals who otherwise struggle to do so.     

It's not who you are but who you're with: Self-Confidence in achievement settings

This study examined the effects of two social cues on women's and men's self-confidence: the sex and performance of another in an achievement setting. Before trying to solve 60 anagrams, women expected to perform more poorly than men. In addition, both sexes expected to perform more poorly when paired with a male confederate than when paired with a female confederate. The effect of the partner's sex showed up in anagram performance: people with a female partner solved more anagrams than people with a male partner. The effect of subject's sex on performance was unexpected: women solved more anagrams than men. After the task, sex differences in self-confidence disappeared; neither sex of subject nor sex of partner influenced self-confidence. The partner's performance, however, had a strong effect on everyone: people were less self-confident if they had worked with a high-scoring partner. The pattern of results suggests that sex-of-subject differences in self-confidence, while important, are less powerful than the effects wielded by the sex of others in achievement settings.     

Communicating in the real world: accounts from people who stammer

This qualitative study used in-depth interviews to explore the communicative experiences and coping strategies of 14 adults who stammer. Their accounts revealed that those participants with persistent developmental dysfluency felt that stammering had limited their lives especially in the areas of employment, education and self-esteem. All participants shared key styles of communicative management with avoidance and confrontation developing during childhood. The participants who had undertaken therapy during adulthood, relied upon a range of speech management techniques including self-evolved and therapeutic strategies. Many of the strategies regularly used by the respondents contributed to the limiting experience of stammering. This study highlights the experience of stammering on the individual, discusses the variety of strategies used to manage dysfluency and indicates the complexities of day-to-day communication. These findings are discussed in relation to speech and language therapy for adults who stammer.

Educational objectives: The reader will learn about and be able to give examples of: (1) the lived experience of stammering; (2) the communicative strategies used by adults; and (3) the situational management of stammering.     

The need for affect: individual differences in the motivation to approach or avoid emotions

The present research developed and tested a new individual-difference measure of the need for affect, which is the motivation to approach or avoid emotion-inducing situations. The first phase of the research developed the need for affect scale. The second phase revealed that the need for affect is related to a number of individual differences in cognitive processes (e.g., need for cognition, need for closure), emotional processes (e.g., affect intensity, repression-sensitization), behavioral inhibition and activation (e.g., sensation seeking), and aspects of personality (Big Five dimensions) in the expected directions, while not being redundant with them. The third phase of the research indicated that, compared to people low in the need for affect, people high in the need for affect are more likely to (a) possess extreme attitudes across a variety of issues, (b) choose to view emotional movies, and (c) become involved in an emotion-inducing event (the death of Princess Diana). Overall, the results indicate that the need for affect is an important construct in understanding emotion-related processes.     

Self-help conferences for people who stutter: a qualitative investigation

Self-help activities for people who stutter (PWS) have been gaining in popularity; however, there is a scarcity of evidence to support their utility in stuttering management. The purpose of this investigation was to understand the lived experience of individuals who attended a self-help conference(s) for PWS from the perspective of a PWS to learn its potential utility in stuttering management. The investigator used Interpretive Phenomenological Analysis (IPA) to systematically collect authentic data of this social phenomenon. Twelve participants were recruited from a self-help conference and the self-help community of PWS. Semi-structured interviews were conducted 4–18 months after each participant's last conference. Interviews were transcribed and analyzed. Themes were explained in investigator narratives and illustrated through participants’ quotes. Interpreted themes of the experience of having attended a self-help conference(s) for PWS included: socializing opportunities with other PWS, affiliation, redefining oneself and post-conference disclosures. A conclusion of the study was that the experience of having attended a self-help conference(s) for PWS helped to minimize negative impact that stuttering can have on daily functioning. It appears that self-help conferences were perceived as a safer or “stutter-friendly” environment and promoted social interaction, relationship building, and community building through planned and unplanned activities. Another conclusion was that the experience of having attended self-help conferences for PWS helped participants to communicate more easily. Reported increases in social activity and an “openness” about stuttering, suggest self-help conferences’ utility in stuttering management. These findings are supported by other studies about successful stuttering management and self-help activities for PWS. They have helped attendees who stutter to communicate more easily and suggest a reduction in the negative impact that stuttering has on their lives.Educational objectives: The reader will be able to: (1) describe recurring themes associated with the lived experience having attended a self-help conference(s) for people who stutter (PWS) from the perspective of a group of adults who stutter, and (2) describe the potential benefits of attending self-help conferences for PWS in order to make appropriate evidence-based referrals to self-help conferences for PWS.     

Perceptions of people who stutter: re-assessing the negative stereotype

A common finding of past research is that people who stutter are stereotyped as being more guarded, nervous, self-conscious, tense, sensitive, hesitant, introverted, and insecure than nonstutterers. Using an innovative survey method, two questions studied were (1) whether individuals who have on-going contact with the same stutterer share the negative stereotype identified by past research, and (2) whether there are differences in perceptions of speech fluency between stutterers and their listeners. Responses of 114 friends and colleagues of stutterers found those who had on-going contact with at least one stutterer have less stereotypical attitudes than the general population, and significant differences in perceptions about normalcy of speech were noted for people who stutter and those with whom they interact.     

The pleasures of uncertainty: prolonging positive moods in ways people do not anticipate

The authors hypothesized that uncertainty following a positive event prolongs the pleasure it causes and that people are generally unaware of this effect of uncertainty. In 3 experimental settings, people experienced a positive event (e.g., received an unexpected gift of a dollar coin attached to an index card) under conditions of certainty or uncertainty (e.g., it was easy or difficult to make sense of the text on the card). As predicted, people's positive moods lasted longer in the uncertain conditions. The results were consistent with a pleasure paradox, whereby the cognitive processes used to make sense of positive events reduce the pleasure people obtain from them. Forecasters seemed unaware of this paradox; they overwhelmingly preferred to be in the certain conditions and tended to predict that they would be in better moods in these conditions.     

Memory impairment among people who are homeless: A systematic review

Cognitive impairment may interfere with an individual's ability to function independently in the community and may increase the risk of becoming and remaining homeless. The purpose of this study was to systematically review the literature on memory deficits among people who are homeless in order to gain a better understanding of its nature, causes and prevalence. Studies that measured memory functioning as an outcome among a sample of homeless persons were included. Data on sampling, outcome measures, facet of memory explored and prevalence of memory impairment were extracted from all selected research studies. Included studies were evaluated using a critical appraisal process targetted for reviewing prevalance studies. Eleven studies were included in the review. Verbal memory was the most commonly studied facet of memory. Potential contributing factors to memory deficits among persons who are homeless were explored in seven studies. Memory deficits were common among the samples of homeless persons studied. However, there was a great deal of variation in the methodology and quality of the included studies. Conceptualisations of “homelessness” also differed across studies. There is a need for more controlled research using validated neuropsychological tools to evaluate memory impairment among people who are homeless.     

Psychological need satisfaction,intrinsic motivation and affective response to exercise in adolescents

ObjectivesTo further understanding of the factors influencing adolescents' motivations for physical activity, the relationship of variables derived from Self-Determination Theory to adolescents' affective response to exercise was examined.DesignCorrelational.MethodAdolescents (N = 182) self-reported psychological needs satisfaction (perceived competence, relatedness, and autonomy) and intrinsic motivation related to exercise. In two clinic visits, adolescents reported their affect before, during, and after a moderate-intensity and a hard-intensity exercise task.ResultsAffective response to exercise and psychological needs satisfaction independently contributed to the prediction of intrinsic motivation in hierarchical linear regression models. The association between affective response to exercise and intrinsic motivation was partially mediated by psychological needs satisfaction.ConclusionsIntrinsic motivation for exercise among adolescents may be enhanced when the environment supports perceived competence, relatedness, and autonomy, and when adolescents participate in activities that they find enjoyable.     

How job characteristics relate to need satisfaction and autonomous motivation: implications for work effort

To explore the motivational potential of job design, we linked job demands and job resources, as defined in the job demands–resources model, to the motivational process defined in self‐determination theory. Specifically, we introduced basic need satisfaction and autonomous motivation as consecutive process variables mediating the relationship between job design and work effort. We tested this model by means of structural equation modeling in a sample of 689 employees. The comparison of several competing models provided support for the hypothesized model. We conclude that job demands thwart and job resources promote the fulfillment of 3 psychological needs. High levels of need satisfaction, in turn, are associated with autonomous motivation and, therefore, with high levels of effort.     

Stuttering and its treatment in adolescence: the perceptions of people who stutter

Adolescence is a complicated phase of maturation during which a great deal of physical, neurological and social development occurs. Clinically this phase is thought to be the last chance to arrest the development of the disorder of stuttering before it becomes chronic in adulthood. However, little treatment development for this age group has occurred. Previous research on the impact of stuttering during adolescence presents a complex picture of apprehension about speaking which does not, however, appear to interfere with social life. The purpose of the present study was to investigate further the experiences of adolescents who stutter with respect to: (1) their experience of stuttering during the adolescent years, (2) reasons for seeking or not seeking therapy during the adolescent years, (3) barriers to seeking therapy during the adolescent years, (4) their experience of therapy during the adolescent years, and finally (5) suggested improvements to therapy for adolescents. Two focus groups and seven individual interviews were conducted with 13 adolescents and young adults. The major finding was a perceived lack of awareness about stuttering by teachers and parents, as well as other adolescents. In addition it appeared that having a stutter was, in itself, not enough reason to seek treatment. However when adolescents did seek treatment, for reasons such as joining the workforce, group therapy was well liked. Educational objectives: The reader will summarize key features that characterize: (1) the complex developmental phase of adolescence, (2) evaluate the experience of stuttering during the adolescent years, (3) discuss the experience of stuttering therapy during the adolescent years, (4) list adolescents' reported barriers to seeking therapy during the adolescent years, and (5) suggest possible ways to improve management of stuttering in adolescence.     

Exploring the motivation jungle: predicting performance on a novel task by investigating constructs from different motivation perspectives in tandem

Different theoretical viewpoints on motivation make it hard to decide which model has the best potential to provide valid predictions on classroom performance. This study was designed to explore motivation constructs derived from different motivation perspectives that predict performance on a novel task best. Motivation constructs from self-determination theory, self-regulation theory, and achievement goal theory were investigated in tandem. Performance was measured by systematicity (i.e. how systematically students worked on a problem-solving task) and test score (i.e. score on a multiple-choice test). Hierarchical regression analyses on data from 259 secondary school students showed a quadratic relation between a performance avoidance orientation and both performance outcomes, indicating that extreme high and low performance avoidance resulted in the lowest performance. Furthermore, two three-way interaction effects were found. Intrinsic motivation seemed to play a key role in test score and systematicity performance, provided that effort regulation and metacognitive skills were both high. Results indicate that intrinsic motivation in itself is not enough to attain a good performance. Instead, a moderate score on performance avoidance, together with the ability to remain motivated and effectively regulate and control task behavior, is needed to attain a good performance. High time management skills also contributed to higher test score and systematicity performance and a low performance approach orientation contributed to higher systematicity performance. We concluded that self-regulatory skills should be trained in order to have intrinsically motivated students perform well on novel tasks in the classroom.